The School District of Palm Beach County Earth/Space Science Regular Scope & Sequence st NINE WEEKS

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1 The School District of Palm Beach County Earth/Space Science Regular Scope & Sequence Benchmarks Next Generation SSS Benchmarks 1st NINE WEEKS Teacher Prep including Lab Safety - 08/19 Pre-Unit: Introduction - Chapter 1 08/20-08/22 [3 Days] SC.912.N.1.1 (H) Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 1. pose questions about the natural world, 2. conduct systematic observations, 3. examine books and other sources of information to see what is already known, 4. review what is known in light of empirical evidence, 5. plan investigations, 6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), 7. pose answers, explanations, or descriptions of events, 8. generate explanations that explicate or describe natural phenomena (inferences), 9. use appropriate evidence and reasoning to justify these explanations to others, 10. communicate results of scientific investigations, and 11. evaluate the merits of the explanations produced by others. 1 - The Practice of Science Introduction to Earth Science: inference investigation law model observation scientist space theory [Note: All Nature of Science, Common Core Math and Literacy in Science benchmarks to be infused all year long, as appropriate!] Chapter 1 1a. I can describe two cultures that Lesson 001 contributed to modern scientific study. Lesson 002 1b. I can name the four main branches of Earth science and discuss how Earth Lesson 003 scientists help us understand the world around us. 2a. I can explain how science is different from other forms of human endeavor and identify the steps that make up scientific methods. 2b. I can analyze how scientific thought changes as new information is collected and explain how science affects society. 3a. Same Student Target as 2a. 3b. Same Student Target as 2b.

2 SC.912.N.1.4 (H) Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.1.5 (M) Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. SC.912.N.1.6 (M) Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.2.4 (H) Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and reexamined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. 2 - The Characteristics of Scientific Knowledge SC.912.N.2.5 (H) Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

3 SC.912.N.3.1 (H) Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. 3 - The Role of Theories, Laws, Hypotheses, and Models SC.912.N.3.5 (M) Describe the function of models in science, and identify the wide range of models used in science. SC.912.N.4.1 (M) Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 4 - Science & Society Reading in Science #1 - Key Ideas and Details LACC.910.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LACC.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

4 LACC.910&1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 and texts and topics. Reading in Science #2 - Craft and Structure LACC.910.RST.2.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). LACC.910.RST.3.7 Translate quantitative or Reading in Science technical information expressed in words in #3 - Integration of a text into visual form (e.g., a table or chart) and translate information expressed Knowledge and visually or mathematically (e.g., in an Ideas equation) into words. LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LACC.910&1112.RST.4.10 By the end of grade 10 or 12, read and comprehend science/technical texts in the grades 9-10 or text complexity band independently and proficiently. Reading in Science #4 - Range of Reading and Text Complexity

5 LACC.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.910&1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. MACC.912.N-Q.1.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Writing in Science #1 - Text Types and Purposes Writing in Science #3 - Research to Build and Present Knowledge Math - Reason Quantitatively and Use Units to Solve Problems MACC.912.F-IF.3.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Math - Analyze Functions Using Different Representations

6 Unit 1: Earth as a System - Chapter 2 08/23-08/29 [5 Days (including 1 Day for LTM)] SC.912.E.6.1 (M) Describe and differentiate the layers of Earth and the interactions among them. SC.912.E.7.1 (H) Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. SC.912.P (M) Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). 6 - Earth Structures 10 - Energy Earth as a System: atmosphere biosphere energy force geosphere hydrosphere matter Chapter 2 [Note: nuclear and electromagnetic forces (SC.912.P.10.10) are covered in Chs. 7 & 10] 4a. I can describe the size and shape of Lesson 004 Earth and the compositional and structural Lesson 005 layers of Earth s interior. 4b. I can identify the possible source of Lesson 006 Earth s magnetic field and summarize Lesson 007 Newton s law of gravitation. 5a. I can compare an open system with a closed system. 5b. I can list the characteristics of Earth s four major spheres, identify the two main sources of energy in the Earth system, and identify four processes in which matter and energy cycle on Earth. 6a. Same Student Target as 5a. 6b. Same Student Target as 5b. 7a. I can define an ecosystem and identify three factors that control the balance of an ecosystem. 7b. I can summarize how energy is transferred through an ecosystem and describe one way that ecosystems respond to environmental change. SC.912.P.12.4 (M) Describe how the gravitational force between two objects depends on their masses and the distance between them Motion

7 Unit 2: Earth's Composition and Resources - Chapters /30-10/09 [27 Days (including 2 Days for Diagnostics and 1 Day for LTM)] (continued from ch 2) SC.912.P.8.1 (M) Differentiate among the four states of matter. [supporting benchmark - not in SC.912.P.8.4 (H) Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. 8 - Matter Earth Chemistry: mass Chapter 4 8a. I can compare chemical properties and Lesson 008 physical properties of matter and describe Lesson 009 the basic structure of an atom. 8b. I can compare atomic number, mass Lesson 010 number, and atomic mass, define isotope, and describe the arrangement of elements in the periodic table. 9a. I can define compound and molecule, interpret chemical formulas, and describe two ways that electrons form chemical bonds between atoms. 9b. I can explain the differences between compounds and mixtures. 10a. Same Student Target as 9a. 10b. Same Student Target as 9b. [supporting benchmark - not in SC.912.P.8.5 (M) Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. [supporting benchmark - not in SC.912.P.8.6 (M) Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. [supporting benchmark - not in SC.912.P.8.7 (M) Interpret formula representations of molecules and compounds in terms of composition and structure. [supporting benchmark - not in

8 SC.912.E.6.4 (H) Analyze how specific geologic processes and features are expressed in Florida and elsewhere. (continued from ch 4) SC.912.P.8.6 (M) Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. [supporting benchmark - not in 6 - Earth Structures Minerals of Earth's Crust: 8 - Matter Chapter 5 11a. I can describe minerals and compare the two main groups of minerals. 11b. I can identify the six types of silicate crystalline structures and describe three common nonsilicate crystalline structures. 12a. Same Student Target as 11a. 12b. Same Student Target as 11b. 13a. I can describe seven physical properties that help to distinguish one mineral from another. 13b. I can list five special properties that may help to identify certain minerals. 14a. Same Student Target as 13a. 14b. Same Student Target as 13b. Lesson 011 Lesson 012 Lesson 013 Lesson 014 (continued from ch 4)

9 SC.912.E.6.4 (H) Analyze how specific geologic processes and features are expressed in Florida and elsewhere. (continued from ch 5) (continued from ch 5) 6 - Earth Structures Rocks: Chapter 6 15a. I can identify the three major types Lesson 015 of rock, explain how each type forms, and Lesson 016 summarize the steps in the rock cycle. 15b. I can explain Bowen s reaction series Lesson 017 and summarize the factors that affect the Lesson 018 stability of rocks. Lesson a. I can summarize three factors that Lesson 020 affect whether rock melts and describe how the cooling rate of magma and lava affects the texture of igneous rocks. 16b. I can classify igneous rocks according to their composition and texture and describe intrusive and extrusive igneous rock. 17a. Same Student Target as 16a. 17b. Same Student Target as 16b. 18a. I can explain the processes of compaction and cementation and describe how chemical and organic sedimentary rocks form. 18b. I can describe how clastic sedimentary rock forms and identify seven sedimentary rock features. 19a. Same Student Target as 18a. 19b. Same Student Target as 18b. 20a. I can describe the process of metamorphism and explain the difference between regional and contact metamorphism. 20b. I can distinguish between foliated and nonfoliated metamorphic rocks and give an example of each. Chapters 1, 2, 4-6 Comprehension Check #1

10 SC.912.E.6.4 (H) Analyze how specific geologic processes and features are expressed in Florida and elsewhere. (continued from ch 6) (continued from ch 6) SC.912.P (M) Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). 6 - Earth Structures 10 - Energy Resources and Energy: fission fusion nuclear reaction Chapter 7 - Sections 1-3 only [Note: gravitational and electromagnetic forces (SC.912.P.10.10) are covered in Chs. 2 & 10] [Note: fusion (SC.912.P.10.11) is covered in more detail in Ch. 29] 21a. I can explain what ores are and Lesson 021 where they form. Lesson b. I can identify why mineral resources are important and describe four methods Lesson 023 by which people obtain mineral resources. Lesson a. I can explain why coal is a fossil fuel and describe the formation of petroleum and natural gas. 22b. I can describe how fossil fuels are used today and explain how nuclear fission generates electricity. 23a. Same Student Target as 22a. 23b. Same Student Target as 22b. 24a. I can explain how geothermal energy may be used as a substitute for fossil fuels and describe two methods for harnessing energy from the Sun. 24b. I can describe four sources of renewable alternative energy. (continued from ch 2) SC.912.P (H) Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. SC.912.E.6.6 (H) Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. [supporting benchmark - not in 6 - Earth Structures

11 Unit 3: History of the Earth - Chapters 8 & 9 10/10-10/25 [11 Days (including 1 Day for LTM)] SC.912.E.6.4 (H) Analyze how specific geologic processes and features are expressed in Florida and elsewhere. (continued from ch 7) (continued from ch 7) SC.912.P (H) Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. 6 - Earth Structures 10 - Energy The Rock Record: Chapter 8 25a. I can state the principle of Lesson 025 uniformitarianism and explain how the law Lesson 026 of superposition can be used to determine the relative ages of rocks. Lesson b. I can compare three types of Lesson 028 unconformities and apply the law of crosscutting relationships to determine the relative ages of rocks. 26a. I can summarize the limitations of using the rates of erosion and deposition to determine the absolute age of rock formations. 26b. I can describe the formation of varves and explain how the process of radioactive decay can be used to determine the absolute ages of rocks. 27a. I can summarize the limitations of using the rates of erosion and deposition to determine the absolute age of rock formations. 27b. I can describe the formation of varves and explain how the process of radioactive decay can be used to determine the absolute ages of rocks. 28a. I can describe four ways in which entire organisms can be preserved as fossils. 28b. I can list five examples of fossilized traces of organisms and describe how index fossils can be used to determine the age of rocks. (continued from ch 7)

12 SC.912.E.6.4 (H) Analyze how specific geologic processes and features are expressed in Florida and elsewhere. (continued from ch 8) 6 - Earth Structures (continued from ch 8) SC.912.L.15.1 (H) Explain how the scientific 15 - Diversity & theory of evolution is supported by the Evolution of Living fossil record, comparative anatomy, comparative embryology, biogeography, Organisms molecular biology, and observed evolutionary change. A View of Earth's Past: anatomy embryology evolution fossil 2nd NINE WEEKS Chapter 9 29a. I can summarize how scientists Lesson 029 worked together to develop the geologic Lesson 030 column. 29b. I can list the major divisions of Lesson 031 geologic time. 30a. I can summarize how evolution is related to geologic change. 30b. I can identify two characteristics of Precambrian rock and identify one major geologic and two major biological developments during the Paleozoic Era. 31a. I can list the periods of the Mesozoic and Cenozoic Eras. 31b. I can identify two major geologic and biological developments during the Mesozoic Era and identify two major geologic and biological developments during the Cenozoic Era. SC.912.L.15.8 (M) Describe the scientific explanations of the origin of life on Earth.

13 SC.912.E.6.3 Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates. SC.912.E.6.4 (H) Analyze how specific geologic processes and features are expressed in Florida and elsewhere. (continued from ch 9) (continued from ch 9) SC.912.P (M) Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). (continued from ch 7) SC.912.P (H) Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies Energy Unit 4: The Changing Earth - Chapters /28-12/04 [24 Days (including 1 Day for LTM)] 6 - Earth Structures Plate Tectonics: electric field magnetic field plate tectonics Chapter 10 [Note: gravitational and nuclear forces (SC.912.P.10.10) are covered in Chs. 2 & 7] 32a. I can summarize Wegener s Lesson 032 Lesson 033 Lesson 034 Lesson 035 Lesson 036 Lesson 037 hypothesis of continental drift and describe the process of sea-floor spreading. 32b. I can identify how paleomagnetism provides support for the idea of sea-floor spreading and explain how sea-floor spreading provides a mechanism for continental drift. 33a. Same Student Target as 32a. 33b. Same Student Target as 32b. 34a. I can summarize the theory of plate tectonics and identify and describe the three types of plate boundaries. 34b. I can list and describe three causes of plate movement. 35a. Same Student Target as 34a. 35b. Same Student Target as 34b. 36a. I can identify how movements of tectonic plates change Earth s surface and summarize how movements of tectonic plates have influenced climates and life on Earth. 36b. I can describe the supercontinent t cycle. 37a. Same Student Target as 36a. 37b. Same Student Target as 36b.

14 SC.912.E.6.4 (H) Analyze how specific geologic processes and features are expressed in Florida and elsewhere. (continued from ch 10) 6 - Earth Structures Deformation of the Crust: Chapter 11 38a. I can summarize the principle of Lesson 038 isostasy. Lesson b. I can identify the three main types of stress and compare folds and faults. Lesson a. Same Student Target as 38a. Lesson b. Same Student Target as 38b. 40a. I can identify the types of plate collisions that form mountains 40a. I can identify four types of mountains and compare how folded and fault-block mountains form. 41a. Same Student Target as 40a. 41b. Same Student Target as 40b. (continued from ch 10) SC.912.E.6.4 (H) Analyze how specific geologic processes and features are expressed in Florida and elsewhere. (continued from ch 11) hydrosphere, h cryosphere, geosphere, and (continued from ch 11) SC.912.P (H) Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another. 6 - Earth Structures 10 - Energy Earthquakes: Chapter 12 42a. I can describe elastic rebound and Lesson 042 compare body waves and surface waves. Lesson b. I can explain how the structure of Earth s interior affects seismic waves and Lesson 044 explain why earthquakes generally occur at plate boundaries. 43a. I can describe the instrument used to measure and record earthquakes and summarize the method scientists use to locate an epicenter. 43b. I can describe the scales used to measure the magnitude and intensity of earthquakes. 44a. I can discuss the relationship between tsunamis and earthquakes and describe two possible effects of a major earthquake on buildings. 44b. I can list three safety techniques to prevent injury caused by earthquake activity and identify four methods scientists use to forecast earthquake risks. Chapters 7-12 Comprehension Check #2

15 SC.912.E.6.4 (H) Analyze how specific geologic processes and features are expressed in Florida and elsewhere. (continued from ch 12) (continued from ch 12) 6 - Earth Structures Volcanoes: Chapter 13 45a. I can describe the three conditions Lesson 045 under which magma can form and explain Lesson 046 what volcanism is. 45b. I can identify three tectonic settings where volcanoes form and describe how magma can form plutons. 46a. I can explain how the composition of magma affects volcanic eruptions and lava flow and describe the five major types of pyroclastic material. 46b. I can identify the three main types of volcanic cones, describe how a caldera forms, and list three events that may signal a volcanic eruption. Unit 5: Reshaping the Earth - Chapters /05-01/29 [24 Days (including 1 Day for LTM and 2 Days for Diagnostics)] SC.912.E.6.2 (M) Connect surface features to surface processes that are responsible for their formation. (continued from ch 13) 6 - Earth Structures Weathering and Erosion: Chapter 14 47a. I can identify three agents of mechanical weathering and compare mechanical and chemical weathering processes. 47b. I can describe four chemical reactions that decompose rock. 48a. Same Student Target as 47a. 48b. Same Student Target as 47b. 49a. I can explain how rock composition affects the rate of weathering and discuss how surface area affects the rate at which rock weathers. 49b. I can describe the effects of climate and topography on the rate of weathering. 50a. I can summarize how soils form and explain how the composition of parent rock affects soil composition. 50b. I can describe the characteristic layers of mature residual soils and predict the type of soil that will form in arctic and tropical climates. 51a. I can describe four agents of erosion. 51b. I can describe landforms shaped by weathering and erosion. 52a. Same Student Target as 51a. 52b. Same Student Target as 51b. Lesson 047 Lesson 048 Lesson 049 Lesson 050 Lesson 051 Lesson 052 1st SEMESTER EXAM - 12/17 thru 12/20

16 SC.912.E.6.2 (M) Connect surface features to surface processes that are responsible for their formation. (continued from ch 14) (continued from ch 14) 6 - Earth Structures River Systems: 3rd NINE WEEKS Chapter 15 53a. I can outline the stages of the water Lesson 053 cycle. Lesson b. I can describe factors that affect a water budget and list two approaches to Lesson 055 water conservation. 54a. I can summarize how a river develops and describe the parts of a river system. 54b. I can explain factors that affect the erosive ability of a river and describe how erosive factors affect the development of a river channel. 55a. I can explain the two types of stream deposition and describe one advantage and one disadvantage of living in a floodplain. 55b. I can identify three methods of flood control and describe the life cycle of a lake. SC.912.E.6.2 (M) Connect surface features to surface processes that are responsible for their formation. (continued from ch 15) (continued from ch 15) 6 - Earth Structures Groundwater: Chapter 16 56a. I can identify properties of aquifers that affect the flow of groundwater and describe the water table and its relationship to the land surface. 56b. I can compare wells, springs, and Lesson 056 Lesson 057 artesian formations and describe two land features formed by hot groundwater. 57a. I can describe how water chemically weathers rock. 57b. I can explain how caverns and sinkholes form and identify two features of karst topography.

17 SC.912.E.6.2 (M) Connect surface features to surface processes that are responsible for their formation. (continued from ch 16) (continued from ch 16) 6 - Earth Structures Glaciers: Chapter 17 58a. I can describe how glaciers form and Lesson 058 compare two main kinds of glaciers. Lesson b. I can explain two processes by which [Note: internal glaciers move and describe three features Lesson 060 conditions of glaciers. Lesson 061 (SC.912.E.7.7) are 59a. I can describe the landscape features covered in Ch. 22] that are produced by glacial erosion. 59b. I can name and describe five features formed by glacial deposition and explain how glacial lakes form. 60a. Same Student Target as 59a. 60b. Same Student Target as 59b. 61a. I can describe glacial and interglacial periods within an ice age. 61b. I can summarize the theory that best accounts for the ice ages. SC.912.E.7.7 (H) Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change. SC.912.E.6.2 (M) Connect surface features to surface processes that are responsible for their formation. (continued from ch 17) (continued from ch 17) SC.912.E.7.8 (H) Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. 6 - Earth Structures Erosion by Wind and Waves: Chapter 18 62a. I can describe two ways that wind erodes land. 62b. I can compare the two types of wind deposits. 63a. I can compare the formation of six features produced by wave erosion. 63b. I can explain how beaches form and describe the features produced by the movement of sand along a shore. 64a. I can explain how changes in sea level affect coastlines and describe the features of a barrier island. 64b. I can analyze the effect of human activity on coastal land. Lesson 062 Lesson 063 Lesson 064

18 Unit 6: Atmospheric Forces - Chapters /30-02/28 [20 Days (including 1 Day for LTM and 1 Day for FCAT 2.0 Writing)] (continued from ch 18) SC.912.E.7.8 (H) Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. (continued from ch 18) SC.912.P.10.4 (H) Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. SC.912.P (H) Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. SC.912.P (H) Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not Energy The Atmosphere: conduction convection electromagnetic radiation electromagnetic spectrum frequency heat radiation wavelength Chapter 19 [Note: blackbody radiators (SC.912.P.10.19) are covered in more detail in Chs. 29 & 30] 65a. I can describe the composition of Lesson 065 Earth s atmosphere and explain how types Lesson 066 of barometers work. 65b. I can identify the layers of the Lesson 067 atmosphere and identify two effects of air Lesson 068 pollution. Lesson a. Same Student Target as 65a. 66b. Same Student Target as 65b. 67a. I can explain how radiant energy reaches Earth and describe how visible light and infrared energy warms Earth. 67b. I can summarize the processes of radiation, conduction, and convection. 68a. Same Student Target as 67a. 68b. Same Student Target as 67b. 69a. I can explain the Coriolis effect, describe the global patterns of air circulation, and name three global wind belts. 69b. I can identify two factors that form local wind patterns.

19 (continued from ch 19) SC.912.E.7.8 (H) Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. (continued from ch 19) SC.912.P.10.4 (H) Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. (continued from ch 19) 10 - Energy Water in the Atmosphere: Chapter 20 70a. I can explain how heat energy Lesson 070 affects the changing phases of water, Lesson 071 explain what absolute and relative humidity are, and describe how they are Lesson 072 measured. 70b. I can describe what happens when the temperature of air decreases to the dew point or below. 71a. I can describe the conditions that are necessary for clouds to form and explain the four processes of cooling that can lead to the formation of clouds. 71b. I can identify the three major types of clouds, noting their characteristic shapes and the altitudes at which they generally form, and describe four ways in which fog can form. 72a. I can identify the four forms of precipitation and compare the two processes that cause precipitation. 72b. I can describe two ways that precipitation is measured and explain how rain can be produced artificially. Chapters Comprehension Check #3

20 (continued from ch 20) SC.912.E.7.5 (H) Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions. SC.912.E.7.6 (M) Relate the formation of severe weather to the various physical factors. SC.912.E.7.8 (H) Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. (continued from ch 20) Weather: Chapter 21 73a. I can explain how an air mass forms Lesson 073 and list the four main types of air masses. Lesson b. I can describe how air masses affect the weather of North America. Lesson a. I can compare the characteristic Lesson 076 weather patterns of cold fronts with those Lesson 077 of warm fronts. Lesson b. I can describe how a midaltitude cyclone forms and describe the development of hurricanes, thunderstorms, and tornadoes. 75a. Same Student Target as 74a. 75b. Same Student Target as 74b. 76a. I can identify four instruments that measure lower-atmospheric weather conditions. 76b. I can describe how scientists measure conditions in the upper atmosphere and explain how computers help scientists understand weather. 77a. I can explain how weather stations communicate weather data and explain how a weather map is created. 77b. I can describe how computer models help meteorologists forecast weather and list three types of weather that meteorologists have attempted to control. 78a. Same Student Target as 77a. 78b. Same Student Target as 77b.

21 Unit 7: Climate - Chapter 22 03/03-03/10 [6 Days (including 1 Day for LTM)] (continued from ch 21) SC.912.E.7.4 (M) Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans. SC.912.E.7.7 (H) Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change. (continued from ch 17) SC.912.E.7.8 (H) Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. Climate: Chapter 22 [Note: external conditions (SC.912.E.7.7) are covered in Ch. 17] 79a. I can identify two major factors used to describe climate and explain how latitude determines the amount of solar energy received on Earth. 79b. I can describe how the different rates at which land and water are heated affect climate and explain the effects of topography on climate. 80a. I can describe the three types of tropical climates and the five types of middle-latitude climates. 80b. I can describe the three types of polar climates and explain why city climates may differ from rural climates. 81a. I can compare four methods used to study climate change and describe four factors that may cause climate change. 81b. I can identify potential impacts of climate change and identify ways that humans can minimize their effect on climate change. Lesson 079 Lesson 080 Lesson 081 (continued from ch 21) SC.912.E.6.5 (M) Describe the geologic 6 - Earth Structures development of the present day oceans and identify commonly found features. (continued from ch 22) Unit 8: Oceans - Chapters /11-04/04 [13 Days] The Ocean Basins: Chapter 23 82a. I can name the major divisions of the Lesson 082 Lesson 083 Lesson 084 global ocean. 82b. I can describe how oceanographers study the ocean and explain how SONAR works. 83a. I can describe the main features of the continental margins. 83b. I can describe the main features of the deep-ocean basin. 84a. I can describe the formation of oceanfloor sediments. 84b. I can explain how ocean-floor sediments are classified by their physical composition

22 (continued from ch 23) SC.912.E.7.9 (H) Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water. [supporting benchmark - not in SC.912.E.5.6 (H) Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other. 5 - Earth in Space and Time (continued from ch 24) SC.912.P (H) Describe the 10 - Energy measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another. (continued from ch 12) SC.912.E.7.2 (H) Analyze the causes of the various kinds of surface and deep water motion within the oceans and their impacts on the transfer of energy between the poles and the equator. [supporting benchmark - not in Ocean Water: Chapter 24 - Sections 1,2 only Movements of the Ocean: Moon motion Sun 4th NINE WEEKS Chapter 25 85a. I can describe the chemical Lesson 085 composition of ocean water. Lesson b. I can describe the salinity, temperature, density, and color of ocean Lesson 087 water. 86a. Same Student Target as 85a. 86b. Same Student Target as 85b. 87a. I can explain how marine organisms alter the chemistry of ocean water and explain why plankton can be called the foundation of life in the ocean. 87b. I can describe the major zones of life in the ocean. 88a. I can describe how wind patterns, the rotation of Earth, and continental barriers affect surface currents in the ocean, and identify the major factor that determines the direction in which a surface current circulates. 88b. I can explain how differences in the density of ocean water affect the flow of deep currents. 89a. I can describe the formation of waves and dthe factors that taffect wave size. 89b. I can explain how waves interact with the coastline and identify the cause of destructive ocean waves. 90a. I can describe how the gravitational pull of the Moon causes tides and compare spring tides and neap tides. 90b. I can describe how tidal oscillations affect tidal patterns and explain how the coastline affects tidal currents. Lesson 088 Lesson 089 Lesson 090

23 Unit 9: Human Growth and Development Curriculum - 04/07 thru 04/14 [6 Days including 1 Day for LTM] Unit 10: Florida Close-Up [OPTIONAL] SC.912.E.5.9 (H) Analyze the broad effects of space exploration on the economy and culture of Florida. 5 - Earth in Space and Time Florida Close-Up: p. C31 N/A N/A [revisited] SC.912.E.6.4 (H) Analyze how specific geologic processes and features are expressed in Florida and elsewhere. 6 - Earth Structures pp. C2-C15; C30 [revisited] SC.912.E.7.8 (H) Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. [revisited] SC.912.P (M) Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). [revisited] SC.912.P (H) Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not. [revisited] 10 - Energy pp. C16-C25 p. C32

24 Unit 11: Exploring Space and the Solar System - Chapters /15-05/15 [22 Days (including 2 Days for FCAT 2.0 Reading and 2 Days for EOC's)] SC.912.E.5.6 (H) Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other. (continued from ch 25) SC.912.E.5.9 (H) Analyze the broad effects of space exploration on the economy and culture of Florida. SC.912.E.5.8 (H) Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newlydeveloped observational tools. [supporting benchmark - not in 5 - Earth in Space and Time Studying Space: Chapter 26 91a. I can describe the characteristics of Lesson 091 the universe in terms of time, distance, Lesson 092 and organization, and I can identify the visible and nonvisible parts of the Lesson 093 electromagnetic spectrum. Lesson b. I can compare refracting telescopes and reflecting telescopes, and explain how telescopes for nonvisible electromagnetic radiation differ from light telescopes. 92a. Same Student Target as 91a. 92b. Same Student Target as 91b. 93a. I can describe two line of evidence for Earth's rotation and explain how the apparent positions of constellations provide evidence of Earth's rotation and revolution around the Sun. 93b. I can summarize how Earth's rotation and revolution provide a basis for measuring time and explain how the tilt of Earth's axis and Earth's movement cause seasons. 94a. Same Student Target as 93a. 94b. Same Student Target as 93b.

25 SC.912.E.5.5 (H) Explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems. SC.912.E.5.6 (H) Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other. (continued from ch 26) SC.912.P.12.2 (H) Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. 5 - Earth in Space and Time 12 - Motion Planets of the Solar System: acceleration frame of reference Solar System velocity Chapter 27 95a. I can explain the nebular hypothesis Lesson 095 of the origin of the Solar System. Lesson b. I can describe how the planets formed and the formation of the land, the Lesson 097 atmosphere, and the oceans of Earth. Lesson a. Same Student Target as 95a. Lesson b. Same Student Target as 95b. Lesson a. I can compare the models of the universe developed by Ptolemy and Copernicus. 97b. I can summarize Kepler s three laws of planetary motion and describe how Newton explained Kepler s laws of motion. 98a. I can identify the basic characteristics of the inner planets and compare the characteristics of the inner planets. 98b. I can summarize the features that allow Earth to sustain life. 99a. I can identify the basic characteristics that make the outer planets different from the terrestrial planets. 99b. I can compare the characteristics of the outer planets and explain why Pluto is now considered a dwarf planet. 100a. Same Student Target as 99a. 100b. Same Student Target as 99b.

26 SC.912.E.5.5 (H) Explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems. (continued from ch 27) SC.912.E.5.6 (H) Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other. (continued from ch 27) SC.912.P.12.2 (H) Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. (continued from ch 27) 5 - Earth in Space and Time 12 - Motion Minor Bodies of the Solar System: Chapter a. I can list four kinds of lunar surface Lesson 101 features and describe the three layers of Lesson 102 the Moon. 101b. I can summarize the three stages Lesson 103 by which the Moon formed. Lesson a. I can describe the shape of the Lesson 105 Moon s orbit around Earth and explain why eclipses occur. 102b. I can describe the appearance of four phases of the Moon and explain how the movements of the Moon affect tides on Earth. 103a. Same Student Target as 102a. 103b. Same Student Target as 102b. 104a. I can compare the characteristics of the two moons of Mars and describe how volcanoes were discovered on Io. 104b. I can name one distinguishing characteristic of each of the Galilean moons and compare the characteristics of the rings of Saturn with the rings of the other outer planets. 105a. I can describe the physical characteristics of asteroids and comets and describe where the Kuiper Belt is located. 105b. I can compare meteoroids, meteorites, and meteors and explain the relationship between the Oort cloud and comets. Chapters Comprehension Check #4

27 Unit 12: The Sun, Stars, and Beyond - Chapters 29 & 30 05/16-05/30 [10 Days] SC.912.E.5.4 (H) Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth. 5 - Earth in Space and Time The Sun: Chapter a. I can explain how the Sun converts matter into energy in its core. 106b. I can compare the radiative and convective zones of the Sun and describe the three layers of the Sun s atmosphere. 107a. Same Student Target as 106a. 107b. Same Student Target as 106b. 108a. I can explain how sunspots are related to powerful magnetic fields on the Sun and compare prominences, solar flares, and coronal mass ejections. 108b. I can describe how the solar wind can cause auroras on Earth. Lesson 106 Lesson 107 Lesson 108 SC.912.E.5.1 (H) Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe. SC.912.E.5.2 (M) Identify patterns in the organization and distribution of matter in the universe and the forces that determine them. SC.912.E.5.3 (M) Describe and predict how the initial mass of a star determines its evolution. SC.912.E.5.11 (H) Distinguish the various methods of measuring astronomical distances and apply each in appropriate situations. 5 - Earth in Space and Time Stars, Galaxies, and the Universe: Big Bang Theory Chapter a. I can describe how astronomers Lesson 109 determine the composition and Lesson 110 temperature of stars and explain why stars appear to move in the sky. Lesson b. I can describe one way astronomers Lesson 112 measure the distances to stars and Lesson 113 explain the difference between absolute magnitude and apparent magnitude. 110a. Same Student Target as 109a. 110b. Same Student Target as 109b. 111a. I can describe how a protostar becomes a star and explain how a mainsequence star generates energy. 111b. I can describe the evolution of a star after its main-sequence stage. 112a. I can describe the characteristics that identify a constellation. 112b. I can describe the three main types of galaxies and explain how a quasar differs from a typical galaxy. 113a. I can explain how Hubble s discoveries led to an understanding that the universe is expanding. 113b. I can summarize the big bang theory and list evidence for it. 2nd SEMESTER EXAM - 06/02 thru 06/05